ABSTRACT
The problems of living are not technical concerns of taking a means to an end. They are largely moral, cultural and value-laden. One must choose wisely courses of action that are in harmony and consistent with a unified view of living that has purpose. Learning to choose, and value the “action turn,” is central to learners, and teachers, who must develop situational understanding to be men and women of practical reason (McKernan, 2006). The curriculum must, if successful, ignite the human imagination. This idea of a curriculum as a unique and manifest mandate was ably put by Macdonald:
Curriculum theory is what speaks to us “through it” and what we do is informed by theory; but neither the specific words of theory nor the
specific pedagogical acts of educators are the reality of education. What defines each is the spirit and vision that shines through the surface manifestations.
